本文選題：對(duì)外漢語(yǔ)　切入點(diǎn)：初級(jí)口語(yǔ)課堂　出處：《北京語(yǔ)言大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

【摘要】： 本文以對(duì)外漢語(yǔ)初級(jí)口語(yǔ)課堂為研究對(duì)象,借鑒辛克萊、庫(kù)爾特哈德(Sinclair Coulthard)的課堂話語(yǔ)分析模式和李悅娥對(duì)英語(yǔ)課堂的話語(yǔ)模式分析來(lái)對(duì)其進(jìn)行分析。研究數(shù)據(jù)來(lái)源于八位對(duì)外漢語(yǔ)專業(yè)研究生的課堂錄像和四位優(yōu)秀專職教師的教學(xué)光盤(pán),綜合運(yùn)用了課堂錄音和課堂觀察兩種自然調(diào)查的研究方法,通過(guò)對(duì)語(yǔ)料詳細(xì)的描述和分析,總結(jié)出了對(duì)外漢語(yǔ)初級(jí)口語(yǔ)課堂師生話語(yǔ)結(jié)構(gòu)模式: 在教師提問(wèn)學(xué)生的情況下,師生的話語(yǔ)結(jié)構(gòu)模式主要有七種,包括四種“基本”話語(yǔ)結(jié)構(gòu)模式和三種“延伸”話語(yǔ)結(jié)構(gòu)模式。而且我們發(fā)現(xiàn)優(yōu)秀專職教師更注重“延伸”模式的使用;在學(xué)生提問(wèn)教師的情況下,話語(yǔ)結(jié)構(gòu)模式主要有四種而且都是學(xué)生主動(dòng)引發(fā)提問(wèn),沒(méi)有發(fā)現(xiàn)一例是教師指定引發(fā)的;在學(xué)生提問(wèn)學(xué)生的情況下,話語(yǔ)結(jié)構(gòu)模式主要有兩種,而且都是在教師指定下的提問(wèn)。 本文分為五個(gè)部分,第一部分為引言,介紹了選題的原因、選題的意義及論文的總體框架。第二部分為研究背景,這是本文的理論基礎(chǔ),在這部分我們介紹伯明翰學(xué)派的話語(yǔ)分析模式及其發(fā)展和李悅娥的話語(yǔ)分析。第三部分介紹了論文的總體研究設(shè)計(jì),為了使論文更具實(shí)證性,我們采取了課堂錄音、課堂觀察等形式,以期得出對(duì)外漢語(yǔ)初級(jí)口語(yǔ)課堂師生會(huì)話模式的真實(shí)情況。第四部分對(duì)轉(zhuǎn)寫(xiě)出來(lái)的語(yǔ)料進(jìn)行描述與數(shù)據(jù)統(tǒng)計(jì),另外筆者也對(duì)教師的提問(wèn)類型和反饋方式進(jìn)行了分析研究,得出了相關(guān)的結(jié)論。第五部分,針對(duì)調(diào)查中發(fā)現(xiàn)的會(huì)話模式中幾個(gè)比較突出的問(wèn)題,提出了相應(yīng)的教學(xué)建議。
[Abstract]:This paper takes the primary oral Chinese as the research object and draws lessons from Sinclair. Coulthard and Sinclair Coulthard's classroom discourse analysis model and Li Yue-e 's analysis of English classroom discourse patterns. The data were obtained from the classroom videos of eight graduate students majoring in Chinese as a foreign language and four excellent full-time students. Teacher's teaching CD-ROM, Through the detailed description and analysis of the corpus, the author summarizes the discourse structure model of the primary oral Chinese classroom. In the case of teachers asking questions to students, there are mainly seven modes of discourse structure of teachers and students. It includes four "basic" discourse structure models and three "extended" discourse structure models. Furthermore, we find that excellent full-time teachers pay more attention to the use of "extended" mode. There are mainly four kinds of discourse structure patterns and they are all initiated questions by students. No one case is caused by the teacher's assignment. In the case of students' questioning, there are mainly two kinds of discourse structure models, and they are all questions under the teacher's designation. This paper is divided into five parts, the first part is the introduction, which introduces the reasons of the topic, the significance of the topic and the overall framework of the paper. The second part is the research background, which is the theoretical basis of this paper. In this part, we introduce the discourse analysis model and its development of Birmingham School and Li Yue-e 's discourse analysis. The third part introduces the overall research design of the thesis. In order to make the thesis more positive, we adopt classroom recording. Classroom observation and other forms, in order to obtain the true situation of the mode of conversation between teachers and students in primary oral Chinese as a foreign language class. Part 4th describes and statistics the transliterated corpus. In addition, the author also makes an analysis of the teachers' types of questions and feedback, and draws the relevant conclusions. Part 5th, aiming at several outstanding problems in the conversational mode found in the investigation, puts forward corresponding teaching suggestions.
【學(xué)位授予單位】：北京語(yǔ)言大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前5條

1 李巍;初級(jí)漢語(yǔ)綜合課詞匯與語(yǔ)法教學(xué)案例分析[D];南京師范大學(xué);2011年

2 宋鳳娟;對(duì)外漢語(yǔ)中級(jí)口語(yǔ)課堂會(huì)話研究[D];東北師范大學(xué);2011年

3 王慧麗;對(duì)外漢語(yǔ)初級(jí)階段綜合課的三種課堂語(yǔ)言研究—指令、提問(wèn)與反饋[D];山東大學(xué);2011年

4 朱志夫;基于話輪轉(zhuǎn)換理論的韓國(guó)中級(jí)漢語(yǔ)口語(yǔ)課堂交際活動(dòng)研究[D];山東師范大學(xué);2013年

5 劉珊珊;來(lái)華漢語(yǔ)學(xué)習(xí)者課堂會(huì)話交際策略調(diào)查[D];暨南大學(xué);2013年

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本文編號(hào)：1564163